The purpose of this research was to develop a computer-based instructional simulation of adiabatic processes and to study the effects of selected characteristics of the simulation on students conceptual development, problem solving and transfer. To study these issues the related literature was reviewed, a simulation was developed and a two-pronged research study was employed. From the review of literature and constructivist theory, a simulation to facilitate active and situated learning was developed. It included the features of multiple representations, interaction, and authentic tasks;The subjects for the study were students enrolled in a beginning meteorology course at Iowa State University. An experimental study was conducted comparing achievement measures of two groups who used different versions of the simulation and a control group who did not use the simulation. In addition, selected students were interviewed to gain a deeper understanding of their use of the simulation. The performances of the groups were compared on scores from a posttest and weather forecasts. As expected, since the simulation was not integrated into classroom activities, there were no statistically significant differences between the groups;Interview data supported the design and future use of the simulation. Four of the five students saw the task as being authentic. The multiple representations were used by the students to construct knowledge across representations and to choose their own mode of representation for exploring the simulation. Of the five students interviewed, only one had used an effective problem solving strategy. This student also demonstrated a better understanding of how to transfer newly-gained knowledge to weather forecast exercises. Two other students were poised for improvement of their problem solving strategies, having the basic strategy but needing refinement, and the other two were in need of basic instruction and guiDance;;This study clearly revealed a serious weakness in student's problem-solving skills as well as the value of the simulated environment for revealing those weaknesses. It is recommended the simulation be used in future studies which address the issues of integrating simulations into classroom activities so that optimal learning of the concepts and optimal development of problem-solving strategies will occur.